Issue of December 3, 2017

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What’s more rewarding than performance-based bonus?

The last two months of the year may be the most joyous months for all employees as they are excited to receive their year-end bonuses. For government employees, aside from the bonuses and 13th and 14th month pays, they get performance bonus.

For the Department of Education, DepEd Order 53, s. 2017 provides the guidelines on the grant of performance-based bonus for employees and officials for 2016. For the school level, the indicators include Office Performance Commitment and Review Form (OPCRF) overall score (80 points) and percent liquidation of school MOOE (20 points).

The criteria for teacher’s Individual Professional Commitment and Review Form IPCRF are teaching-learning process, student performance outcomes (students’ grades included), community involvement, and professional growth and development.

In my more than 10 years of teaching, I observed that performance-based bonus may not actually be a reward of performance but a source of frustration sometimes. As teachers, we are committed to performing our work with or without the performance bonus. There are just these instances when we are more frustrated rather than encouraged or fulfilled. We know we have done more than enough or almost the same efforts with other teachers but they receive more or lesser amount of the bonus.

What’s more rewarding than performance-based bonuses?

There are students who struggle in class in a particular subject and this should not be the basis of the performance of the teacher. These students may have low grades in a particular grade level but this does not mean they will not be successful in the future. The failing grades or dropping out from school are not the end.

As a Science teacher in a regular heterogeneous class, I observed that students have a difficulty in the subject and it would be unrealistic that their grades will all be 85 percent and above. Their grades affect my score in the IPCRF which will be determinant of the school’s performance. Nevertheless, the students must still receive the grades they deserve.

I’m just consoled and fulfilled that despite those low grades, the students will be successful later in life. There is this student who had 75 percent in all grading periods in my Chemistry class, but is now working in Europe. Many students who did not really perform well in my subject but became nurses, doctors, marines, and military personnel.

No matter what the students’ grade is, as long as they exert effort, surely, they will succeed. As the teacher, I may not have computed the best of grades in their favor but as long as they didn’t stop learning until they reach their goals, that would be the best thing I would treasure. The aim of education is not only for the knowledge and skills that are given numerical ratings, but also the values that students’ acquire that will further determine their success in life. My performance may not be that outstanding according to certain standards, but I know I fulfilled my mission in forming young minds.

I may not attain the highest amount of annual performance bonus, but as long as I see my students succeed in life, that would be a lifetime bonus.

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